Welcome to our school

Special Educational Needs and Disabilities (S.E.N.D)

To see our SEND Report please click here

SEND Report

To see our SEND policy please click here

SEND Policy

To see the Governors' SEND report please click here 

Governors' Report

 Information relating to section 317(5) (a) of EA 1996 (duties of governing bodies in relation to SEND):

Click here

 

 

 

 In our most recent Ofsted Report (2012) the following was noted by the inspectors:

 

Disabled pupils and those who have special educational needs concentrate well in lessons. Their good progress is secured by effective teaching, which enables them to achieve small but demanding steps in learning.

 

The school provides effective support for those known to be eligible for the pupil premium and ensures that they, too, make good progress. For example, the school has trained adults to support the needs of pupils who have emotional difficulties so that these pupils are able to concentrate in lessons and make similar progress to their peers.

 

 

 

Special Educational Needs (S.E.N) Provision:

Our provision is based on the following principles:

 

  • Every child in school will have appropriate access to the whole curriculum.
  • Early identification and intervention will maximise opportunity for children with special needs of any sort.
  • Resources of the highest possible quality will be provided to promote all children’s learning across the curriculum.

 

As part of our policy for supporting children with special educational needs we have a register of all those children who need extra support at different levels. The policy is based on these principles:

  • All teachers of children with special educational needs have a responsibility to meet those needs with the advice of the school co-ordinator and external professionals as appropriate.
  • All children are entitled to a broad, balanced curriculum based on the requirements of the Early Years Foundation Stage and Key Stage 1 of the national curriculum.
  • Needs will be identified at an early stage and progress carefully monitored through the graduated response as set out in the Code of Practice.
  • Pupils with special educational needs will be fully integrated into the life of the school, enabling them to maximise their potential as learners and to contribute to the social and cultural activities of the school.

We also have a policy for supporting more able children in school. As part of this policy we have a register of children who are more able in any area of the curriculum which identifies strategies to help them develop their skills in those areas. A copy of both of these policies is kept by the Head teacher and is available in school for anyone who would like to read or discuss them. The quality of our special needs provision is a particular strength of the school.

 

The role of the Governing Body

 

The governor with responsibility for SEN is Helen Baillie.

 

The Governing Body

Ø      ensures that provision is made for children with SEN,

Ø      reports to parents in their annual report on the provision made for SEN, children and the progress made by them,

Ø      is involved in the adoption and review of the policy,

Ø      is informed about changes in policy and provision as it arises through curriculum committee meetings and briefings from the SENCo.

 

Governors are regularly involved in this area, and it features regularly in Governors' Meetings, (for example, when attainment is discussed in the 'Standards and Curriculum' Meetings).  In addition, Ms Fairbrace, the school SENCO (Special Educational Needs Coordinator) is a member of the governing body and as such regularly discusses or is questioned on SEN.